The Impact of Evidence-Based High-Yield Strategies on Middle School Student Engagement and Achievement

Smith, Talicia L. Abstract Schools across the nation are beginning to see an increase in student apathy. Students’ attention spans, motivation, and achievement are waning. The traditional style of teacher-student interactions is also changing. No longer are students the recipients of knowledge disseminated to them, but they are partners in their educational journey. Traditional teaching methods of lectures, “sit and get,” and rote memorization are no longer at the forefront. These methods are proving less effective in helping students learn, grow, and navigate within our global society. As our society has evolved intellectually, so must the educational systems that influence it. The transition is necessary. However, many teachers struggle with adapting and implementing instructional strategies that engage young learners and could transform schools. While they grapple with student apathy, they cling to old methodology. The need for effective instructional practices is relevant for all learners. However, they are even more necessary for middle school learners transitioning from elementary school who will soon enter arenas of learning that will help set the stage for their futures. The research on “The Impact of Evidence-Based High-Yield Strategies on Middle School Student Engagement and Achievement” will show the connection between these strategies and their impact on middle school students. Present studies on High-Yield Strategies provide insight by giving the effect size of individual strategies, outlining that instructional strategies differ in effect size, and showing which strategies may impact learners most. However, there are gaps in the research in the areas of the impact of various levels of learning, the level of implementation of the strategies, and the impact on student motivation. The aim of this dissertation was to show the research-based instructional strategies for adolescent engagement and achievement. Quantitative and qualitative methodologies examined the conceptual work of John Hattie, Robert Marzano, and Spencer Kagan and compared this work to the theoretical work of Benjamin Bloom, Lev IMPACT OF HIGH-YIELD STRATEGIES ON MIDDLE SCHOOL STUDENTS 12 Vygotsky, and Abraham Maslow. This study contributes to educational practice in middle grade education by providing evidence and a pathway to reduce student apathy at the secondary level. It can also enhance student motivation and engagement at this critical juncture of adolescent development, partnering education and emotion by meeting the social-emotional needs of students through a network of educational practices known as High-Yield Strategies. Keywords: High-Yield Strategies, Middle School, Instructional Strategies, Student Engagement, Student Achievement

Grantor dc:publisher

Alverno College

Year dc:date

2026

Author dc:creator

• Smith, Talicia L.

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/1022

OAI identifier oai:identifier

oai:alverno.omeka.net:1022